The Education of Selves How Psychology Transformed Students 1st Edition by Jack Martin, Ann Marie McLellan ISBN 978-0199913671 0199913676

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Product details: 

ISBN 10:  0199913676

ISBN 13: 978-0199913671

Author:  Jack Martin, Ann-Marie McLellan

Most contemporary North Americans, as well as many other Westerners, take for granted their conceptions of themselves as individuals with uniquely valuable and complex inner lives — lives filled with beliefs, imaginings, understandings, and motives that determine their actions and accomplishments. Yet, such psychological conceptions of selfhood are relatively recent, dating mostly from the late eighteenth century. Perhaps more surprisingly, our understandings of ourselves as creatively self-expressive and strategically self-managing are, for the most part, products of twentieth-century innovations in Enlightenment-based social sciences, especially psychology. Fueled by the enthusiasm for self-expression and self-actualization that emerged in the 1960s, humanistic, cognitive, developmental, and educational psychologists published widely on the overwhelmingly positive consequences of increased self-esteem in children and adolescents. While previous generations had been wary of self-confidence and self-interest, these qualities became widely regarded as desirable traits to be cultivated in both the home and the school.

In The Education of Selves, Jack Martin and Ann-Marie McLellan examine ways in which psychological theories, research, and interventions employed in American and Canadian schools during the last half of the twentieth century changed our understanding of students, conceptualizing ideal students as self-expressive, enterprising, and entitled to forms of education that recognize and cater to such expressivity and enterprise. The authors address each of the major programs of psychological research and intervention in American and Canadian schools from 1950 to 2000: self-esteem, self-concept, self-efficacy, and self-regulation. They give critical consideration to definitions and conceptualizations, research measures and methods, intervention practices, and the social, cultural consequences of these programs of inquiry and practice. The first decade of the twenty-first century has seen a backlash against what some have come to regard as a self-absorbed generation of young people. Such criticism may be interpreted, at least in part, as a reaction to the scientific and professional activities of psychologists, many of whom now appear to share in the general concern about where their activities have left students, schools, and society at large.

Table of contents: 

1. An Introduction to a Critical History of Psychology in Education
The Idea of an Applied Psychological Science

The Idea of a Critical History of Psychology

Preliminary Contentions and an Overview of What Is to Come

2. The Self Before and After Psychology: The Transformation Begins
Historical Development of the Prepsychological Self

Historical Development of the Psychological Self Proper

Conclusions and Implications for a Critical History of Educational Psychology

3. Educational Psychology’s Role in the Education of Selves
The Public Institution of School and the Professional Practice of Psychology

Educational Psychology in Historical Context

Conceptions of Self in Educational Psychology

Sociocultural and Institutional Context

An Initial Critical Consideration and Preview of Things to Come

Recapitulation and Transition

4. Feeling Good About Yourself: Self-Esteem as an Educational Goal
Self-Esteem in Historical Context

The Measurement of Self-Esteem

Interventions to Enhance Self-Esteem (A Brief Case Study)

Critical Considerations and Alternatives in the Education of Persons

Conclusions

5. Understanding Yourself: All About Self-Concept
A Short History of the Psychology of Self-Concept

A Critical Look at Contemporary Research on Self-Concept

Replacing Selves With Persons and Self-Concept With Persons’ Understanding and Evaluation of Their Own Actions and Experiences

Alternative Possibilities

Conclusions

6. Being Confident in What You Do: Self-Efficacy and Agency
Debating Self-Efficacy: Bandura and His Critics

Self-Efficacy, Personal Agency, and Later-Twentieth-Century American Life and Education

Conclusions: Self-Efficacy and the Education of Human Agency

7. Managing Yourself: Self-Regulation at School and Beyond
Definitions and Conceptions

Studies and Measures of Self-Regulation in Schools

Self-Regulation in and Beyond Educational Settings

Critical Considerations

Summary and Critical Interpretation

8. Putting It All Together: The Triple-E Student (Expressive, Enterprising, Entitled)
Individualism, Psychologism, Reductionism, and Manipulation

The Role of Psychological Measurement, Research, and Intervention

The Ideal of the “Triple-E” (Expressive, Enterprising, and Entitled) Student

9. There Is Another Way: Educating Communal Agents
The Backlash

Theorizing a More Communal Agent

A Neo-Meadian Alternative

Educational Psychology and the Education of Persons

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